Investigation of Secondary School Teachers’ Perceptions Regarding Their Organizational Dissent Behaviors in terms of Several Variables

Abstract

This research investigates the perceptions of teachers regarding their organizational dissent behaviors in secondary schools in central Buca, İzmir. It is a descriptive survey administered to 347 middle school teachers to determine whether their perceptions change depending on their gender, educational status, being a union member and using social media. A subscale named “Dissident Behaviors” of “Organizational Dissent Scale” developed by Özdemir (2010) was used. Data was analyzed via SPSS 15 for arithmetic mean, standard deviation, t-test, ANOVA and LSD test. The participants “sometimes” dissented, and “frequently” employed upward dissent, and “sometimes” used lateral dissent and whistle blowing. Results show that teachers’ gender and social media usage does not create a meaningful difference in their upward dissent, lateral dissent and whistleblowing behaviors. Teachers’ educational
status does not create a meaningful difference in terms of their upward dissent and whistleblowing; however, creates a meaningful difference in lateral dissent. Teachers’ who are union members show similar dissident behaviors in terms of upward and lateral dissent, however their dissident behaviors differ meaningfully in terms of whistleblowing.